3rd Grade Language – Planning Tool
Collaborators:
Academic Year:
This planning tool can be used by collaborating teachers across a given school year or term to help insure full implementation of the Iowa Core
Content Standards into their classroom instructional and assessment activities. Full implementation is accomplished when the district or school is
able to provide evidence that an ongoing process is in place to ensure that each and every student is learning the standards and the essential
concepts and skills of the Iowa Core. A school that has fully implemented the Iowa Core is engaged in an ongoing process of data gathering and
analysis, decision making, identifying actions, and assessing the impact around alignment and professional development focused on content,
instruction, and assessment. The school is fully engaged in a continuous improvement process that specifically targets improved student learning
and performance. Effective implementation of the Iowa Core is not a simple checklist; it fundamentally addresses the knowledge and skills taught,
the instruction of those knowledge and skills, and types of assessment.
Note: For additional specificity regarding the standards below, users of this tool are encouraged to consult the information on StandardsInsight
(http://misiciowa.org/StandardsInsight.html).
Aug.
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
May
Conventions of Standard English
1.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
(L.3.1.)(DOK 1,2)
a. Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their
functions in particular sentences.
b. Form and use regular and
irregular plural nouns.
c.
Use abstract nouns (e.g.,
childhood).
d.
Form and use regular and
irregular verbs.
e.
Form and use the simple (e.g., I
walked; I walk; I will walk) verb
tenses.
Ensure subject-verb and
pronoun-antecedent agreement.
f.
g.
h.
i.
2.
Form and use comparative and
superlative adjectives and
adverbs, and choose between
them depending on what is to be
modified.
Use coordinating and
subordinating conjunctions.
Produce simple, compound, and
complex sentences.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing. (L.3.2.)(DOK 1)
a. Capitalize appropriate words in
titles.
b.
Use commas in addresses.
c.
Use commas and quotation
marks in dialogue.
Aug.
d.
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
May
Form and use possessives.
e.
Use conventional spelling for
high-frequency and other studied
words and for adding suffixes to
base words (e.g., sitting, smiled,
cries, happiness).
f. Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
meaningful word parts) in writing
words.
g. Consult reference materials,
including beginning dictionaries,
as needed to check and correct
spellings.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.3.3.)(DOK 2)
a. Choose words and phrases for
effect.
b. Recognize and observe
differences between the
conventions of spoken and
written standard English.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3
reading and content, choosing flexibly from a range of strategies.(L.3.4.)(DOK 1,2,3)
a.
5.
Use sentence-level context as a
clue to the meaning of a word or
phrase.
b. Determine the meaning of the
new word formed when a known
affix is added to a known word
(e.g., agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat).
c. Use a known root word as a clue
to the meaning of an unknown
word with the same root (e.g.,
company, companion).
d. Use a known root word as a clue
to the meaning of an unknown
word with the same root (e.g.,
company, companion).
Demonstrate understanding of word relationships and nuances in word meanings. (L.3.5.)(DOK 1,2,3)
a.
Distinguish the literal and
nonliteral meanings of words and
phrases in context (e.g., take
steps).
Aug.
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
a.
6.
Identify real-life connections
between words and their use
(e.g., describe people who are
friendly or helpful).
b. Distinguish shades of meaning
among related words that
describe states of mind or
degrees of certainty (e.g., knew,
believed, suspected, heard,
wondered).
Acquire and use accurately gradeappropriate conversational, general
academic and domain-specific words
and phrases, including those that
signal spatial and temporal
relationships (e.g., After dinner that
night we went looking for them).
(L.3.6.)(DOK 1,2)
Language Arts Depth-Of-Knowledge Definitions - Writing
Level 1 Recall of Information
Level 1 requires the student to write or recite simple facts. This writing or recitation does not include complex
synthesis or analysis but basic ideas. The students are engaged in listing ideas or words as in a brainstorming activity
prior to written composition, are engaged in a simple spelling or vocabulary assessment or are asked to write simple
sentences. Students are expected to write and speak using Standard English conventions. This includes using
appropriate grammar, punctuation, capitalization and spelling. Some examples that represent but do not constitute all
of Level 1 performance are:


Use punctuation marks correctly.
Identify Standard English grammatical structures and refer to resources for correction.
Level 2 Basic Reasoning
Level 2 requires some mental processing. At this level students are engaged in first draft writing or brief
extemporaneous speaking for a limited number of purposes and audiences. Students are beginning to connect ideas
using a simple organizational structure. For example, students may be engaged in note-taking, outlining or simple
summaries. Text may be limited to one paragraph. Students demonstrate a basic understanding and appropriate use of
such reference materials as a dictionary, thesaurus, or web site. Some examples that represent but do not constitute all
of Level 2 performance are:



Construct compound sentences.
Use simple organizational strategies to structure written work.
Write summaries that contain the main idea of the reading selection and pertinent details.
May
Level 3 Complex Reasoning
Level 3 requires some higher level mental processing. Students are engaged in developing compositions that include
multiple paragraphs. These compositions may include complex sentence structure and may demonstrate some synthesis
and analysis. Students show awareness of their audience and purpose through focus, organization and the use of
appropriate compositional elements. The use of appropriate compositional elements includes such things as addressing
chronological order in a narrative or including supporting facts and details in an informational report. At this stage
students are engaged in editing and revising to improve the quality of the composition. Some examples that represent
but do not constitute all of Level 3 performance are:



Support ideas with details and examples.
Use voice appropriate to the purpose and audience.
Edit writing to produce a logical progression of ideas.
Level 4 Extended Reasoning
Higher-level thinking is central to Level 4. The standard at this level is a multi- paragraph composition that
demonstrates synthesis and analysis of complex ideas or themes. There is evidence of a deep awareness of purpose
and audience. For example, informational papers include hypotheses and supporting evidence. Students are
expected to create compositions that demonstrate a distinct voice and that stimulate the reader or listener to consider
new perspectives on the addressed ideas and themes. An example that represents but does not constitute all of Level
4 performance is:

Write an analysis of two selections, identifying the common theme and generating a purpose that is appropriate
for both.